美国《高等教育信息素养框架》对信息素养教育的影响研究

摘要/Abstract

摘要： 本文通过对2014年后有关美国《高等教育信息素养框架》（以下简称《框架》）的英文文献进行调研，分析《框架》对信息素养教育实践的影响。研究发现，《框架》影响了国外信息素养教育理念，改革了教育内容与教育方式，深化了教育评价。在教育内容方面，《框架》使信息素养教育内容从基于技能转向基于阈概念，促进不同类型的信息素养课程进行重新设计，将教育内容范围从高等教育领域拓展到日常生活领域。在教育方式方面，《框架》采取了形象化的教育故事与小短文的教学策略，通过服务研习实践，开展了自我反思式和探究式的信息素养教育。在教育评价方面，受《框架》影响，出现由定量评价转向定性评价或二者有机结合，从终结性评价转移到形成性评价或两者有机结合。

Abstract: The paper introduces the influence of the Framework for Information Literacy for Higher Education in the United States on the practice of information literacy instruction by researching English literature about the Framework after 2014. The research finds that the Framework has influenced the concept of information literacy instruction abroad, reformed teaching content and methods, and deepened the instructional evaluation. In terms of teaching content, the Framework transformed information literacy instruction from skill-based to threshold-based, promoted the redesign of different types of information literacy courses, and expanded the scope of teaching content from higher education to everyday life. In terms of teaching methods, the Framework adopted the teaching strategies of visualized education stories and short essays, put into practice service learning, and carried out the self-reflective and inquiry-based information literacy instruction. Influenced by the Framework, instructional evaluation shifted from quantitative to qualitative or their organic combination, and from summative to formative or organic combination of both.

徐文静彭立伟（天津师范大学图书馆）. 美国《高等教育信息素养框架》对信息素养教育的影响研究[J]. 图书馆杂志, 2022, 41(2): 103-111.

Xu Wenjing, Peng Liwei (Tianjin Normal University Library). The Research on the Influence of the Framework for Information Literacy in Higher Education on the Information Literacy Instruction[J]. Libraly Journal, 2022, 41(2): 103-111.

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